Where are you on your long-range plans, pacing, and content standards?
8/26 We are all teaching students the foundations: The Writing Process and The Elements of Plot. Students have composed an Autobiographical Poem and have read a short story to demonstrate their understanding of these. 9/2 Students have begun their memoirs. They are using the writing process to compose this first major essay. Students are using the Showing/not Telling techniques for this assignment. They are also connecting the information from the plot line to their writing so they see the literature/writing connection. Many students created plot lines as part of their pre-writing. 9/9 Students are finishing memoirs. We continue to reinforce the use of the writing process. We are continuing to study the elements of plot through short story collections. 9/16 Some classes are finalizing memoirs, some tested on plot and short stories. Students are reading short stories. Some classes are starting Max the Mighty next week. 9/23 We are continuing to analyze plot in various literature selections. Some students are working on finishing essays.
After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
8/26 N/A 9/2 N/A 9/9 Interim grade analysis: Some students are not turning work in or turning it in late. Some are having trouble adjusting to work load. 9/16 We will be reteaching some items and reviewing missed questions. 9/23 We will continue to reinforce literary elements previously taught and tested throughout the year.
How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
8/26 We have analyzed PASS data to determine levels. 9/2 We are analyzing PASS data to form writing groups. 9/9 Some students seem to have been placed in wrong classes 9/16 Taking MAP next week. Students will view old score to set a goal. 9/23 We will have recent MAP scores to analyze and form groups soon because we just finished MAP testing.
Where did this week’s learning goals fall within Bloom’s Taxonomy?
8/26 All levels: They are creating as they compose their poems. They are analyzing the story for elements of plot. 9/2 Composing a narrative falls into the "Creating" level. Students analysis of texts falls into the "analysis" level. 9/9 Level 6: Composing Essays, Level 4: Analyzing parts of the plot, Level 5: Peer Conferencing, Level 6: Creating Glogster 9/16 Level 6: Composing Biographies (Whis), Composing Memoirs (Sumter), Glogster page (Shelley) Level 4: Plot lines for stories 9/23 Level 4, Level 2, Level 6
In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
8/26 N/A 9/2 Students had to "apply" their knowledge of imagery to compose better sentences on the Writing Quiz. Students "analyzed" the elements of plot in the short stories. 9/9 Vocab Tests: Level II: Which word would fit into this sentence, Level I: Remembering Definition 9/16 Level IV: Analyzing plot of stories, Level II: Vocab Tests 9/23 Level 1 and 2 (Stems and vocab tests) MAP testing, Level 3 (Story test)
Comments ~ Concerns ~ Needs (resources)
8/26 We are going to be composing a letter to the Honors parents regarding purchasing their novels. 9/2 We are concerned about meeting the individual needs of our students, especially the needs of our lower level students, in such large classes. 9/16: Could we do POVs once a month instead of each week? We are feeling that it would be more benificial and a better use of our planning time to actually be able to discuss our activities and plans for the next week. We feel these questions would be great as a reflection at the end of each month. 9/23: Same as last week.
Eighth Grade
Place date before each entry under each question.- Where are you on your long-range plans, pacing, and content standards?
8/26 We are all teaching students the foundations: The Writing Process and The Elements of Plot. Students have composed an Autobiographical Poem and have read a short story to demonstrate their understanding of these.9/2 Students have begun their memoirs. They are using the writing process to compose this first major essay. Students are using the Showing/not Telling techniques for this assignment. They are also connecting the information from the plot line to their writing so they see the literature/writing connection. Many students created plot lines as part of their pre-writing.
9/9 Students are finishing memoirs. We continue to reinforce the use of the writing process. We are continuing to study the elements of plot through short story collections.
9/16 Some classes are finalizing memoirs, some tested on plot and short stories. Students are reading short stories. Some classes are starting Max the Mighty next week.
9/23 We are continuing to analyze plot in various literature selections. Some students are working on finishing essays.
- After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
8/26 N/A9/2 N/A
9/9 Interim grade analysis: Some students are not turning work in or turning it in late. Some are having trouble adjusting to work load.
9/16 We will be reteaching some items and reviewing missed questions.
9/23 We will continue to reinforce literary elements previously taught and tested throughout the year.
- How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
8/26 We have analyzed PASS data to determine levels.9/2 We are analyzing PASS data to form writing groups.
9/9 Some students seem to have been placed in wrong classes
9/16 Taking MAP next week. Students will view old score to set a goal.
9/23 We will have recent MAP scores to analyze and form groups soon because we just finished MAP testing.
- Where did this week’s learning goals fall within Bloom’s Taxonomy?
8/26 All levels: They are creating as they compose their poems. They are analyzing the story for elements of plot.9/2 Composing a narrative falls into the "Creating" level. Students analysis of texts falls into the "analysis" level.
9/9 Level 6: Composing Essays, Level 4: Analyzing parts of the plot, Level 5: Peer Conferencing, Level 6: Creating Glogster
9/16 Level 6: Composing Biographies (Whis), Composing Memoirs (Sumter), Glogster page (Shelley) Level 4: Plot lines for stories
9/23 Level 4, Level 2, Level 6
- In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
8/26 N/A9/2 Students had to "apply" their knowledge of imagery to compose better sentences on the Writing Quiz. Students "analyzed" the elements of plot in the short stories.
9/9 Vocab Tests: Level II: Which word would fit into this sentence, Level I: Remembering Definition
9/16 Level IV: Analyzing plot of stories, Level II: Vocab Tests
9/23 Level 1 and 2 (Stems and vocab tests) MAP testing, Level 3 (Story test)
- Comments ~ Concerns ~ Needs (resources)
8/26 We are going to be composing a letter to the Honors parents regarding purchasing their novels.9/2 We are concerned about meeting the individual needs of our students, especially the needs of our lower level students, in such large classes.
9/16: Could we do POVs once a month instead of each week? We are feeling that it would be more benificial and a better use of our planning time to actually be able to discuss our activities and plans for the next week. We feel these questions would be great as a reflection at the end of each month.
9/23: Same as last week.
Teachers in attendance:8/26 Donny, Sumter, Whisenant, Shelley9/2 Sumter, Whisenant, Whetstone9/9 Sumter, Whisenant, Shelley, Whetstone, Carter9/16 Sumter, Whisenant, Shelley, Whetstone9/23 Sumter, Whisenant, Shelley